Description
Book SynopsisTextbooks are indispensable components and in some case the cornerstones of the mission of English Language Teaching (ELT). However, they are artefacts of a pedagogical culture that rarely echo the concerns of their most prolific consumers: teachers and students. This book offers a useful framework for evaluating ELT textbooks from a critical discourse perspective; one that is based on sound current research but also offers practical guidance to teachers. Building from a foundational understanding of ELT textbooks, the author presents a systematic procedure to critically analyze their multimodal discourse, examine how those discourses are negotiated between teachers and students in class, and measure how those consumers privately value the lessons. The book provides teachers with the tools they need to select and adapt materials based on critical multimodal discourse analysis, where not only the text but the pictures, websites, audio, visual elements too are subjected to a process whic
Trade ReviewThis is multimodal critical discourse analysis at its best. The book guides the reader clearly and carefully in how to not take textbooks at face value. It produces fascinating and striking insights into the ideas and values carried by English language teaching books which may be less obvious to the casual user. Done in a lively and accessible pedagogical style it has the potential to foster a wave of critical work which has been severely lacking in this field. * David Machin, Professor, Zhejiang University, China *
Table of ContentsIntroduction 1. In Text: A Framework for Critical Multimodal Discourse Analysis 2. In Class: A Framework for Analyzing Multimodal Negotiations in Situ 3. In Mind: Building a Framework for Consumer Voices 4. Synthesizing Three Frameworks: How to Choose, Re-contextualize, or Avoid Textbook Content 5. Summary and Conclusion References Index
